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	<title>Trinity Banter | George T. Phillips | Activity</title>
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				<title>George T. Phillips wrote a new post, Research Presentation, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2012/05/research-presentation-2/</link>
				<pubDate>Tue, 01 May 2012 21:07:46 -0400</pubDate>

									<content:encoded><![CDATA[<p><a href="https://www.dropbox.com/s/xrze482wkpj3mql/EDUC.pptx" rel="nofollow ugc">Here&#8217;s my Powerpoint presentation on the Supreme Court and School Choice programs.</a></p>
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				<title>George T. Phillips commented on the post, School Funding, School Choice and the Establishment Clause, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2012/04/working-thesis-evidence-draft/#comment-2950</link>
				<pubDate>Mon, 23 Apr 2012 17:46:50 -0400</pubDate>

									<content:encoded><![CDATA[<p>Looking at other student&#8217;s posts, it&#8217;s clear that I should have placed the question in italics before my intro paragraph, I&#8217;ll go back and make that change.  Thanks!</p>
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				<title>George T. Phillips commented on the post, Richelle&#039;s draft essay, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2012/04/2056/#comment-2949</link>
				<pubDate>Mon, 23 Apr 2012 17:44:00 -0400</pubDate>

									<content:encoded><![CDATA[<p>I&#8217;m particularly interested in how this paper will turn out. Having participated in a Gifted Program in Pennsylvania&#8217;s public school system, and having endured many long IQ tests, I&#8217;m really excited to see an investigation into this side of test-based tracking. Maybe Prof. Dougherty has already keyed you into this, but tracing developments in student [&#8230;]</p>
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				<title>George T. Phillips commented on the post, Trinity&#039;s Department and Program Addition Thesis and Evidence Proposal, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2012/04/trinitys-department-and-program-addition-thesis-and-evidence-proposal/#comment-2948</link>
				<pubDate>Mon, 23 Apr 2012 17:39:09 -0400</pubDate>

									<content:encoded><![CDATA[<p>I really like this topic, its interesting to see what sort of value judgments go into deciding a school&#8217;s curriculum. If its feasible, maybe looking at changes in other school&#8217;s curriculums (local schools, other NESCAC schools, etc.) might add an interesting comparative element, but again, I&#8217;m not sure how feasible that would be. Furthermore the [&#8230;]</p>
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				<title>George T. Phillips wrote a new post, School Funding, School Choice and the Establishment Clause, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2012/04/working-thesis-evidence-draft/</link>
				<pubDate>Fri, 20 Apr 2012 17:21:18 -0400</pubDate>

									<content:encoded><![CDATA[<p>Question:  What caused the narrative of the Supreme Court&#8217;s doctrine with regard to school choice and voucher programs to change from its initial ruling in <em>Everson v. Board of Education </em> (1947) to <em>Zelman v. Simmons-Harris </em>(2002)? As the nature of the public school system is rapidly changing in the 21 st century, school choice plans have become more and more [&#8230;]</p>
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				<title>George T. Phillips wrote a new post, George Phillips- Research Paper Proposal, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2012/04/george-phillips-research-paper-proposal/</link>
				<pubDate>Tue, 03 Apr 2012 17:21:49 -0400</pubDate>

									<content:encoded><![CDATA[<p><strong><span>Question: </span></strong> <strong><span> </span></strong>  Given the growing number of school choice and voucher programs being implemented in the public school system, and how they impact religious academies, it is important to explore the changes in legal reasoning that have increased the legality and feasibility of appropriating governmental monies to programs of school choice that include religious schools.  The question this [&#8230;]</p>
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				<title>George T. Phillips wrote a new post, Great Path Magnet School and Student Discipline, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2012/02/great-path-magnet-school-and-student-discipline/</link>
				<pubDate>Wed, 29 Feb 2012 03:45:30 -0500</pubDate>

									<content:encoded><![CDATA[<p><img loading="lazy" src="http://commons.trincoll.edu/edreform/files/2012/02/Screen-shot-2012-02-28-at-10.44.11-PM-300x192.png" width="156.25" height="100" alt="Thumbnail" /><strong>HARTFORD, CT- </strong>In the Superintendent&#8217;s Conference Room (located at 960 Main St. in Hartford next to Capitol Community College) for the Hartford Public School System, Chairman Mark Poland and the Board of Education called a <a title="special meeting" href="http://www.hartfordschools.org/board-of-education/documents/2.28.12%20Special%20Meeting%20Agenda%20-%20REVISED.pdf" rel="nofollow ugc">special meeting </a> February 28th to discuss the proposed renewal of the Great Path Academy Magnet School in Manchester, CT.  Great Path, founded in [&#8230;]</p>
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				<title>George T. Phillips wrote a new post, (no title), on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2012/02/1140/</link>
				<pubDate>Thu, 16 Feb 2012 02:06:06 -0500</pubDate>

									<content:encoded><![CDATA[<p><strong>Example 1: <em>Plagiarize the original text by copying portions of it word-for-word. </em></strong> <em></em>No measure is perfect, but the estimates of value-added and other “growth models,” which attempt to isolate the “true effect” of an individual teacher through his or her students’ test scores, are alarmingly error-prone in any given year. <strong>Example 2: <em>Plagiarize the original text by paraphrasing its structure [&#8230;]</em></strong></p>
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				<title>George T. Phillips commented on the post, American Teacher , on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2012/02/american-teacher-6/#comment-199</link>
				<pubDate>Tue, 14 Feb 2012 04:51:58 -0500</pubDate>

									<content:encoded><![CDATA[<p>After looking at various other student posts deciding which to comment on and on what to comment about, I find the animated graphics and cartoons used by these three films very interesting. The screenshot shown in this post uses similar cinematic tools to the ones used in my assigned documentary Waiting for &#8220;Superman&#8221;,- dark colors, [&#8230;]</p>
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				<title>George T. Phillips commented on the post, The Lottery, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/2012/02/the-lottery-6/#comment-198</link>
				<pubDate>Tue, 14 Feb 2012 04:46:54 -0500</pubDate>

									<content:encoded><![CDATA[<p>The Harlem Success Academy was also one of the schools covered in my assigned film Waiting for &#8220;Superman&#8221;, it&#8217;s certainly an interesting model for school reform with its longer school days, class on saturdays and its focus on insuring children don&#8217;t fall behind from the start. When it comes to schools like Harlem Success and [&#8230;]</p>
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				<title>George T. Phillips wrote a new post, On &#34;Waiting for &#039;Superman&#039;&#34;, on the site Educ 300: Education Reform, Past and Present</title>
				<link>http://commons.trincoll.edu/edreform/?p=806</link>
				<pubDate>Mon, 13 Feb 2012 20:44:36 -0500</pubDate>

									<content:encoded><![CDATA[<p><a href="http://commons.trincoll.edu/edreform/?p=806" rel="nofollow ugc"><img loading="lazy" src="http://commons.trincoll.edu/edreform/files/2012/02/superman-1-300x300.jpg" width="100" height="100" alt="Thumbnail" /></a><em> Waiting for “Superman”</em> is a documentary on the American public schools system released in 2010.  The film follows five children and their concerned parents beginning with their current situations in declining [&hellip;]</p>
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